11th Grade English


Prioritized Benchmarks

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ELA-11.L.02

11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Conventions of Standard English

ELA-11.L.02 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Student Learning Targets:

Knowledge Targets

  • I can punctuate and capitalize correctly.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can use correct capitalization in my writing.
  • I can use punctuation marks correctly.

Product Targets

  • I can model grade-appropriate mechanics and usage; i.e. Capitalization: I, proper nouns, proper adjectives, and in sentences; Punctuation: end marks, quotation marks in dialogue, comma in a compound sentence, items in series, apostrophe; Usage: homonyms, spelling strategies.

Proficiency Scale

Measurement
of Progress

 Conventions of Standard English

  • L.1 and L.2 -- Within the context of authentic English writing and speaking, demonstrate command of grammar and usage as well as conventions of standard English capitalization, punctuation, and spelling.

Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

  •   Uses language and punctuation purposefully to enhance meaning and/or tone of work.
-
Proficient

The student

  • demonstrates command of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

    • Reinforcement of previously practiced conventions:

      • Punctuation: commas, dashes, colons, semicolons, hyphens, brackets, ellipses, parentheses.

      • Usage: subject-verb agreement, pronoun-antecedent agreement, frequently confused words, conjunctive adverbs, consistency in verb tense and voice, parallel structure.

      • Phrases and clauses: various types of phrases (noun, verb, adjective, adverb, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverb) to convey specific meaning and add variety, dangling and misplaced modifiers.

  • resolves matters of usage.

-
Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • demonstrates basic application of the conventions of standard English grammar and usage as well as capitalization, punctuation, and spelling when writing and speaking.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.L.03

11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Knowledge of Language

ELA-11.L.03 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  • a. Maintain consistency in style and tone.
  • b. Vary syntax for effect.
  • c. Apply an understanding of syntax to the study of complex texts when reading.
  • d. Use verbs in the active and passive voice to achieve particular effects (e.g., emphasizing the actor or the action).

Student Learning Targets:

Knowledge Targets

  • I can understand figurative language, word relationships, and nuances in word meaning.
  • I can identify and write complete sentences.
  • I can identify and understand the importance of varied sentence structure.
  • I recognize when my subjects and verbs don't agree.
  • I recognize when my pronouns and antecedents don't agree.

Reasoning Targets

  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can use a variety of sentence structures.
  • I can use a consistent point of view in writing.
  • I can improve my word choice/vocabulary.
  • I can apply peer feedback to improve my composition.
  • I can implement correct verb tense in writing.
  • I use correct punctuation.

Product Targets

  • I can create a text that uses vivid word choice appropriate for the purpose.
  • I can produce a final draft that has been self/peer-edited and revised.

Proficiency Scale

Measurement
of Progress

Knowledge of Language

  • L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

  • Uses language and punctuation purposefully to enhance meaning and/or tone of work.
-
Proficient

The student

  • identifies how language functions in different contexts.
  • analyzes context of various texts and determines how language choice affects meaning, style, and comprehension.
  • when writing, maintains consistency in style and tone, applies varied syntax for effect, and uses active and passive voice to achieve a specific effect.
-
Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • identifies regular and irregular syntax, active and passive voice.

  • recognizes that language choice affects meaning, style, and comprehension.

  • recognizes or recalls specific terminology that relates to knowledge of language, such as style, syntax, tone, and voice (passive and active).

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.L.03.a

11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Knowledge of Language

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

  • ELA-11.L.03.a Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Student Learning Targets:

Knowledge Targets

  • I can understand figurative language, word relationships, and nuances in word meaning.
  • I can identify and write complete sentences.
  • I can identify and understand the importance of varied sentence structure.
  • I recognize when my subjects and verbs don't agree.
  • I recognize when my pronouns and antecedents don't agree.

Reasoning Targets

  • I can determine the meaning of words and phrases used in the text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can use a variety of sentence structures.
  • I can use a consistent point of view in writing.
  • I can improve my word choice/vocabulary.
  • I can apply peer feedback to improve my composition.
  • I can implement correct verb tense in writing.
  • I use correct punctuation.

Product Targets

  • I can create a text that uses vivid word choice appropriate for the purpose.
  • I can produce a final draft that has been self/peer-edited and revised.

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary


ELA-11.L.04

11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-11.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

  • a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  • b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
  • c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Student Learning Targets:

Knowledge Targets

  • I can define synonyms and antonyms are and how to use them to make meaning.

Reasoning Targets

  • I can analyze prefix/suffixes and use them to make meaning .

Skills (Performance) Targets

  • I can choose the correct meaning of words in context.
  • I can use resources (e.g. List above.)
  • I can recognize prefix/suffixes and use them to make meaning.
  • I can explain common roots and use them to make meaning.

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress

 Vocabulary Acquisition and Use

  • L11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (a-c): use context; identify and use patterns; consult reference materials.
  • L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in meaning (a-b): Interpret and analyze figures of speech; analyze nuances.
  • L11-12.6 Acquire and accurately use academic and domain specific words and phrases […]
Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

-
Proficient

The student

  • uses context clues to determine the meaning of a word or a phrase.
  • identifies and correctly uses patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., conceive, conception, conceivable).

  • consults reference materials for guidance in how to use, speak, or better understand a given word.

  • interprets figures of speech and analyzes their overall role in the text.

  • analyzes how certain words and phrases that have similar denotations can carry different nuances.

  • independently acquires and uses college- and career-readiness level academic and domain-specific words and phrases.

-
Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • uses context clues to determine the meaning of a word or a phrase

  • identifies how words change when used in different ways.

  • consults reference materials for guidance in how to better understand a given word.

  • defines and identifies various forms of figurative language.

  • recognizes the difference between denotative and connotative meanings.

  • consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

  • recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, nuance, conjugation, denotation, connotation.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.L.05

11th Grade ELA Targeted Standards
[L] Language Strand
Cluster: Vocabulary Acquistion and Use

ELA-11.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings in grades 11–12 reading and content.

  • a. Interpret figures of speech (e.g., euphemism, oxymoron, hyperbole, paradox) in context and analyze their role in the text.
  • b. Analyze nuances in the meaning of words with similar denotations

Student Learning Targets:

Knowledge Targets

  • I can recognize figurative language.
  • I can recognize mood/tone in different genres of literature.
  • I can identify and define sound devices.
  • I can identify the elements of a novel.
  • I can recognize the elements of a short story.
  • I can recognize the significance and effects of foreshadowing and flashbacks.
  • I can recognize different forms of literature.
  • I can identify the meaning of words by using context clues.
  • I can recognize unfamiliar vocabulary from reading.
  • I can define vocabulary terms to enhance the reading experience.
  • I can list familiar vocabulary terms.
  • I can identify word origins and syntax. (suffixes and prefixes)

Reasoning Targets

  • I can insightfully analyze the author's use of literary techniques and devices and provide extensive textual support for the analysis.

Skills (Performance) Targets

  • I can demonstrate the use of figurative language and sound devices.
  • I can analyze and implement poetic license.
  • I can read different forms of literature.
  • I can investigate significant historical backgrounds to enhance literary understanding.
  • I can listen to and model the correct pronunciation of vocabulary terms.
  • I can investigate the use of vocabulary to enhance the reading experience.
  • I can use prior knowledge to define unfamiliar vocabulary.
  • I can utilize word origins and syntax to define unfamiliar terms.

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress

 Vocabulary Acquisition and Use

  • L11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (a-c): use context; identify and use patterns; consult reference materials.
  • L11-12.5 Demonstrate understanding of figurative language, word relationships, and nuances in meaning (a-b): Interpret and analyze figures of speech; analyze nuances.
  • L11-12.6 Acquire and accurately use academic and domain specific words and phrases […]
Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

-
Proficient

The student

  • uses context clues to determine the meaning of a word or a phrase.
  • identifies and correctly uses patterns of word changes (conjugation) that indicate different meaning or parts of speech (e.g., conceive, conception, conceivable).

  • consults reference materials for guidance in how to use, speak, or better understand a given word.

  • interprets figures of speech and analyzes their overall role in the text.

  • analyzes how certain words and phrases that have similar denotations can carry different nuances.

  • independently acquires and uses college- and career-readiness level academic and domain-specific words and phrases.

-
Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • uses context clues to determine the meaning of a word or a phrase

  • identifies how words change when used in different ways.

  • consults reference materials for guidance in how to better understand a given word.

  • defines and identifies various forms of figurative language.

  • recognizes the difference between denotative and connotative meanings.

  • consults reference materials to accurately use college- and career-readiness level academic and domain-specific words and phrases.

  • recognizes or recalls specific terminology that relates to knowledge of vocabulary, such as: context clues, figurative language, nuance, conjugation, denotation, connotation.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.RI.04

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-11.RI.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Student Learning Targets:

Knowledge Targets

  • I can define and explain figurative meaning, connotative meaning, and technical meanings.
  • I can review and understand words in context. 

Reasoning Targets

  • I can analyze how authors refines meaning of key terms through the course of a text.
  • I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

  • I can choose the correct meaning of words in context.

Proficiency Scale

Measurement

of Progress

Craft & Structure

  • RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.
  • RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.
  • RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.
Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

  • insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

  • thoroughly analyze author’s point of view, cultural experience, and subtext.

  • connect study of literature, its craft and structure, and apply it to his/her own writing.

  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
  • determines author’s point of view or purpose and possible biases.
  • analyzes effectiveness of style, content, and presentation.
-
Progressing

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

  • identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning. 
  • recognize or recall specific terminology that relates to craft and structure of informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.
-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.RI.06

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Craft and Structure

ELA-11.RI.06 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Student Learning Targets:

Knowledge Targets

  • I can determine an author’s point of view or purpose in a text.
  • I can define rhetoric.
  • I can define various rhetorical devices such as alliteration, allusion, analogy, anaphora, antithesis, apostrophe, asyndeton/polysyndeton, chiasmus, hyperbole/understatement, metaphor, oxymoron, parallelism, rhetorical question, simile, etc.

Reasoning Targets

  • I can analyze how an author uses rhetoric to advance the point or purpose.
  • I can analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
  • I can compare and contrast the point of view from different works that focus on the same topic. 
  • I can analyze how style, content, and voice contribute to the power, persuasiveness, or beauty of the text.

Skills (Performance) Targets

  • I can identify effective rhetoric and explain what makes it effective.
  • I can prepare for a discussion on rhetorical analysis.

Product Targets

  • I can write a rhetorical analysis.

Proficiency Scale

Measurement

of Progress

Craft & Structure

  • RI 11-12.4  Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone, including words with multiple meanings or language that creates particular effects.
  • RI 11-12.5 Analyze and evaluate the effectiveness of the author’s choices about structure to achieve a particular purpose with an intended audience.
  • RI 11-12.6 Determine an author’s point of view or purpose and possible biases in a text, and analyze how the author’s choices about style, content, and presentation are particularly effective or ineffective in achieving the author’s purposes.
Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student can

  • insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

  • thoroughly analyze author’s point of view, cultural experience, and subtext.

  • connect study of literature, its craft and structure, and apply it to his/her own writing.

  • analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

-
Proficient

The student

  • determines the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings.
  • relates the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect on meaning and tone.
  • closely examines specific parts of a text in order to understand how an author structured and crafted that particular part to contribute to meaning or artistic effect. 
  • determines author’s point of view or purpose and possible biases.
  • analyzes effectiveness of style, content, and presentation.
-
Progressing

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

  • identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning. 
  • recognize or recall specific terminology that relates to craft and structure of informational texts, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun, rhetoric, ethos, pathos, logos, bias, tone.
-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.RI.07

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-11.RI.07 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Student Learning Targets:

Knowledge Targets

  • I can define various formats of information (e.g., visual, quantitative, text).

Reasoning Targets

  • I can evaluate multiple sources in difference media or formats to find quality information in order to answer a question or solve a problem.
  • I can analyze each source of information checking for relevance and reliability.
  • I can answer or solve the question or problem, citing and synthesizing information from multiple sources.

Skills (Performance) Targets

  • I can formulate a driving question or problem that demands research.
  • I can select appropriate source material to use to answer a question or solve a problem. 
  • I can develop organizational strategies (e.g., note taking, comparison charts, Venn Diagrams, thinking maps) to integrate multiple sources of information.
  • I can integrate and present information from multiple sources to address a question or solve a problem.

Product Targets

  • I can write a research paper, complete with cited and synthesized sources and a works cited page.
  • I can create a presentation that answers a question or solves a problem by synthesizing various credible sources.

Proficiency Scale

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

  • RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.
  • RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.
  • RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.
Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

-
Proficient

The student can

  • when addressing a question or solving a problem,

    • evaluate multiple sources in different media or formats

    • choose details that offer the best support.

    • integrate reliable information within writing and speaking.

  • assess the logic or rationale in key foundational documents.

  • delineate and evaluate the reasoning and persuasive techniques within a text

  • analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

-
Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • evaluates, chooses, and integrates reliable information within writing and speaking.

  • identifies logic or rationale in various documents.

  • identifies reasoning and persuasive techniques.

  • determines themes, purposes, and rhetorical features.

  • recognizes or recalls specific terminology that relates to literature, such as:

    • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.RI.08

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-11.RI.08 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

Student Learning Targets:

Knowledge Targets

  • I can list facts and details from informational texts.
  • I can define delineate.
  • I can define seminal.
  • I can explain legal reasoning.
  • I can define advocacy as the act of influencing decision makers and promoting changes to laws and other government policies to advance the mission of a particular organization or group of people.

Reasoning Targets

  • I can describe and examine the thought processes found within influential U.S. texts.
  • I can determine how the constitution principles (checks and balances, limited government, separation of powers ...) were applied.
  • I can consider the use of legal reasoning within important documents (What is being debated? What legal rule governs this issue? How can this rule be applied to the facts? What is the outcome?).
  • I can explain the author's purpose and argument.

Proficiency Scale

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

  • RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.
  • RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.
  • RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.
Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

-
Proficient

The student can

  • when addressing a question or solving a problem,

    • evaluate multiple sources in different media or formats

    • choose details that offer the best support.

    • integrate reliable information within writing and speaking.

  • assess the logic or rationale in key foundational documents.

  • delineate and evaluate the reasoning and persuasive techniques within a text

  • analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

-
Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • evaluates, chooses, and integrates reliable information within writing and speaking.

  • identifies logic or rationale in various documents.

  • identifies reasoning and persuasive techniques.

  • determines themes, purposes, and rhetorical features.

  • recognizes or recalls specific terminology that relates to literature, such as:

    • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-
Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-11.RI.09

11th Grade ELA Targeted Standards
[RI] Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-11.RI.09 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

Student Learning Targets:

Knowledge Targets

  • I can define the concepts of social, cultural, and historical context.

Reasoning Targets

  • I can explain how a piece of literature is shaped by the period in which it was written.
  • I can independently read and connect background information to literature.
  • I can analyze foundational U.S. documents for their themes, purposes, and rhetorical features.

Skills (Performance) Targets

  • I can explore the social, cultural, and historical influence on theme.
  • I can demonstrate knowledge of foundational works of American Literature.

Product Targets

  • I can develop a product that demonstrates an understanding of the connection between American literature and the context in which it was written.

Proficiency Scale

Measurement

of Progress

Integration of Knowledge and Ideas (often taught in connection with speaking and writing)

  • RI 11-12.7 Analyze and evaluate multiple sources of information presented in different media or formats (e.g., visuals, videos, tables, charts, and graphs), including written text.
  • RI 11-12.8 Delineate and evaluate a text’s argumentative reasoning and persuasive techniques, including emotional appeals and establishing credibility.
  • RI 11-12.9 Analyze how texts within and/or across time periods treat similar topics, addressing their themes, purposes, and rhetorical strategies.
Sample Activity
Advanced

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

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Proficient

The student can

  • when addressing a question or solving a problem,

    • evaluate multiple sources in different media or formats

    • choose details that offer the best support.

    • integrate reliable information within writing and speaking.

  • assess the logic or rationale in key foundational documents.

  • delineate and evaluate the reasoning and persuasive techniques within a text

  • analyze how texts within and/or across time periods treat similar topics; consider theme, purpose and rhetoric.

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Progressing

There are no major errors or omissions regarding the simpler details and processes as the student:

  • evaluates, chooses, and integrates reliable information within writing and speaking.

  • identifies logic or rationale in various documents.

  • identifies reasoning and persuasive techniques.

  • determines themes, purposes, and rhetorical features.

  • recognizes or recalls specific terminology that relates to literature, such as:

    • rhetoric, delineate, supporting evidence, persuasive techniques, ethos, pathos, logos

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

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Novice With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary



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